Experiential Strategies and Learning in Environmental Education: Lessons from a Teacher Training College in Tanzania

Autor/inn/en	Kalungwizi, V. J.; Krogh, E.; Gjøtterud, S. M.; Mattee, A.
Titel	Experiential Strategies and Learning in Environmental Education: Lessons from a Teacher Training College in Tanzania
Quelle	In: Journal of Adventure Education and Outdoor Learning, 20 (2020) 2, S.95-110 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2018.1555047
Schlagwörter	Environmental Education; Experiential Learning; Teacher Education; Foreign Countries; Outdoor Education; Student Teacher Attitudes; Forestry; Teaching Methods; Sustainable Development; Gardening; School Community Relationship; College Students; Tutors; Telecommunications; Change Agents; Program Effectiveness; Elementary Schools; Tanzania + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerausbildung; Lehrerbildung; Ausland; Freiluftunterricht; Forstwissenschaft; Waldwirtschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltige Entwicklung; Gartenarbeit; Collegestudent; Förderlehrer; Lehrender; Tutor; Telekommunikationstechnik; Elementary school; Grundschule; Volksschule; Tansania
Abstract	The teaching of environmental topics is still the main challenge. In this paper we discuss how student teachers learning of experiential teaching strategies influenced their teaching of EE in primary schools in Tanzania. Student teachers learning to use tree-planting as example of outdoor learning for the teaching of environmental topics were the main sources of data. The first author collected data by interview and participant observation and then transcribed and organized the data as part of the analysis process. The results revealed that the student teachers teaching of environmental topics were active and particptory. We discuss the results in line with the quality of facilitation process. The study demonstrates the potential of experiential learning strategies in promoting actions related to environmental sustainability among student teachers and hopefully, their future students and the wider community. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01